Society is composed of people who share a common history, traditions, and experiences where as Culture is the way in which people think, feel, and believe in society which is passed from one generation to another.
Culture:
imposes rules and order on its members
members of the same group understand everything about their culture, even the nonverbal communication
often they misread cultural "cues" for other groups
Everyone in the world has the same biological and psychological needs, the difference is the way in which the needs are culturally determined.
location of group, traditions, and available resources
Children learn the ways of their cultures though their parents and the environment in which they are raised in.
when a child never sees their culture in a text book, it is the way society teaches them that their culture is inferior to the dominant one.
We have many different ways of identifying ourselves in society
age, gender, religion etc.
The society's view of the group are critical factors in determining our cultural identity.
One must be very careful when meeting new people not to stereotype others because we don't know their cultural background.
Reaction: I totally agree with what this section is saying and how it is important to appreciate each others cultures. Also that no culture should be dominant to another. We do see this in the book we are reading by Kozol, he often talks about how most of the children in the run down schools think that they will never make it, they are poor and worthless, and that they are inferior to the upper class. This is an example of how society and people in general stereotype other cultures (and its not right). - Kristin Orabone
A. Characteristics of Culture
B. Dominant Culture
dominant culture in the US: white, middle-class Protestants whose ancestors immigrated from Europe
characteristics of a dominant culture today:
mass communication- influence's people's view of themselves and the world
job/career- makes a person successful
fun- relief from work
achievement/success- highly valued, usually shown through accumulation of material goods
individualism and freedom aid in a dominant culture
individualism- being in charge of one's own destiny and success
freedom- having control of one's own life with little or no interference of others
members with these characteristics see themselves as Americans rather than stereotypes and classifications
some low-income families cannot hold a similar lifestyle as middle and upper-class families, but share the same values
some people worry that the mass production and fast-growing changes in technology are teaching a common culture causing diverse cultures to lose ground
Reaction: This section presents the dominant culture or common view of the American people. It talks about characteristics one has in a dominant culture today. The last sentence of the section, I thought, was very powerful. It claims that the fast growing changes in technology are wiping away individual cultures because they are presenting a common culture to the people in America.
In Savage Inequalities, Jonathan Kozol shows the importance of race on the condition of the education one receives. Culture and race are closely related and can effect the way perception one has on another. By putting all children of low-income and of minority race in the same school, you are forcing them to mend their culture together. They are one in the way that they are all "meaningless" and "not gifted." They lose their sense of identity because they become a part of a group of a dominant culture; one of low-class and minority race.
C. Group Identity
D. Acceptance of Diverse Groups
III. Socioeconomic Status
A. Class Structure
The population is divided into three broad categories: the lower, middle, and upper class.
The Lower (working) Class
Includes manual workers, farm laborers, and service workers (accounts for forty percent of employed population).
Most members of this division have little control over their work.
Sometimes work is sporadic/affected by economy.
Example. Someone who paints houses for a living - depends on weather/who has the money to paint their house. Not definite.
Benefits are often limited.
The education required for many of these jobs is less than what is required for most middle-class jobs.
The Middle Class
Makes up thirty eight percent of employed population.
Annual incomes range from $30,000 to $80,000.
Tend to have better benefits than those who are working class.
Within each of these categories there are subcategories. The upper middle class can earn more than $100,000 annually.
Example, lawyers, physicians, scientists, college professors.
The Upper Class
The gap of wealth in the upper class is very large.
Individuals in this class have a significantly higher amount of wealth and income compared to the other two classes.
Wealthy people tend to have little interaction with members of other class.
e.g. children attend private schools.
Reaction: In many aspects, the class structure dominates our lives. The clothes we wear, the houses we live in, the schools we attend, the cars we drive, all directly reflect our social standing. It is evident that a man from the working class will not be granted the same benefits a man from the upper middle class may be offered.
In Savage Inequalities, Kozol makes it evident that students from the lower class are not given an equal opportunity at an education. The schools he reports on are segregated, and these minority schools are filled with students from the lower class. Students from many of these schools are forced to work in bleak, destitute institutions (and it is upsetting because these children cannot do anything about the class they were born in to), while wealthier students from surrounding towns attend well-equipped, polished schools. - Emma Kilbane
B. Poverty
IV. Race and Ethnicity
A. Race
B. Ethnicity
V. Language
A. Language Diversity
While English is the dominant language in the United States, our interactions with other countries—through immigrants and commerce/trade—have led to the demand for bilingualism in formal education.
Nearly 50 million U.S. citizens speak a language other than English in their home
It can take around seven years for students to learn English at level proficient enough for academic purposes, ESL programs can help this process
Bilingualism can help retain immigrants’ cultures as they assimilate into American society
Reaction: I believe that in a school setting bilingualism is important and could be helpful to all students, especially with our present global interactions.
In Kozol’s book many of the students who needed bilingual programs or ESL were placed in lower level or special education classes instead of getting the help they need with improving their English.
/B. Dialectical Diversity
VI. Gender
A. Differences Between Females and Males
The way people think/act is defined by:
Biology
Girls/women have well developed left side of brain; associated with verbal skills (reading, speaking, writing)
Boys/men have well developed right side of brain; associated with spatial skills (measuring, working with objects)
Expectations of society & culture
Girls/women are socialized towards nurturance and responsibility.
In schools: girls are expected to be quiet, follow rules, help teachers.
Earn less than men; viewed as inferior.
Boys/men are socialized towards achievement and self-reliance.
Given positions of superiority.
Father generally protects family/ rules over it.
Sometimes this leads to physical/mental abuse of women/children in the household
In schools boys are expected to be rowdy and less attentive.
Have been taught that jobs such as preschool teachers, nurses or librarians are inappropriate for men.
B. Title IX
VII. Sexual Orientation
Sexual orientation is established early in life and cannot be 'chosen', although many cultural groups and religions place high value on being heterosexual, and even go as far as to outlaw or condemn homosexuality.
Statistics
5-10% of the population is lesbian, gay, bisexual, or transgender (LGBT).
Gay men and women are concentrated in some areas in the country, such as San Francisco and Vermont, but live everywhere.
Same-sex couples as of the 2000 census were found living in 99.3% of all counties in the country.
Gay and lesbians face discrimination everywhere.
Ex. housing, employment, and social institutions. This is very apparent when schools and universities do not allow the formation of gay student clubs.
Unfortunately, homophobia is tolerated in many areas of the country.
Because society discriminates and is so prejudiced, many gays and lesbians hide their sexual orientation and set up support groups for one another.
Gay and lesbian youth experience isolation and loneliness.
If they openly acknowledge their sexual orientation, they are usually harassed and reprimanded by peers and school officials.
64% LGBT students reported being verbally harassed; 38% physically harassed; 2/3 sexually harassed; and 18% physically assaulted.
Schools do not always provide the same kind of support.
64% LGBT students fear for their safety in their schools.
Students feel much more comfortable when their teachers and peers are supportive, and do things such as portraying them in the curriculum, gay-straight alliance or similar clubs exist, and a comprehensive policy on harassment in enforced.
Reaction: I believe that this section makes great points. People don't realize how much others are prejudiced against homophobia, either because of religious beliefs or ignorance. Also, many times schools and teachers don't realize how isolated and lonely LGBT students feel when they don't get the support they need.
I saw connections to Kozol's book in that prejudice is still around today, much more strongly than one would like to think. Even though being homophobic isn't the same as being racist, it's still a form of intolerance and a form of prejudice and needs to be stopped.
VIII. Exceptionalities
A. Inclusion
the practice of fully integrating all students into the educational program
regardless of race, gender, ethnicity, religion, etc.
mostly referred to the integration of students with disabilities into general classes
usually there will be a specialist or teacher's aide in the room so the teacher can focus on just instructing the class
individualized education plans (IEP) are used for the children
sometimes students will be removed from the class for special sessions, but this should be used sparingly and only with extreme issues
Purpose: give students with special needs the same learning opportunities as all other children
most special needs children can perform just as well as their other peers, they just need special assistance in certain areas
special needs students in inclusive classes tend to produce better outcomes than students in special classes
Reaction: I think inclusive classes are a good idea. It is only fair that special needs students are presented with the same education as their peers. I also like the idea that there is always at least one specialist in the classroom. The teacher is there to instruct her class and her ability to do so shouldn't be interrupted for special students.
This section relates to Kozol because there is absolutely no inclusion in any of the classrooms that he visits. In fact, many children are placed in special classes just because of their race, not based on their abilities.
Chapter 2 - Diversity in Society
I. Case Study
II. Culture and Society
Reaction: I totally agree with what this section is saying and how it is important to appreciate each others cultures. Also that no culture should be dominant to another. We do see this in the book we are reading by Kozol, he often talks about how most of the children in the run down schools think that they will never make it, they are poor and worthless, and that they are inferior to the upper class. This is an example of how society and people in general stereotype other cultures (and its not right). - Kristin Orabone
A. Characteristics of Culture
B. Dominant Culture
Reaction: This section presents the dominant culture or common view of the American people. It talks about characteristics one has in a dominant culture today. The last sentence of the section, I thought, was very powerful. It claims that the fast growing changes in technology are wiping away individual cultures because they are presenting a common culture to the people in America.
In Savage Inequalities, Jonathan Kozol shows the importance of race on the condition of the education one receives. Culture and race are closely related and can effect the way perception one has on another. By putting all children of low-income and of minority race in the same school, you are forcing them to mend their culture together. They are one in the way that they are all "meaningless" and "not gifted." They lose their sense of identity because they become a part of a group of a dominant culture; one of low-class and minority race.
C. Group Identity
D. Acceptance of Diverse Groups
III. Socioeconomic Status
A. Class Structure
The population is divided into three broad categories: the lower, middle, and upper class.Reaction: In many aspects, the class structure dominates our lives. The clothes we wear, the houses we live in, the schools we attend, the cars we drive, all directly reflect our social standing. It is evident that a man from the working class will not be granted the same benefits a man from the upper middle class may be offered.
In Savage Inequalities, Kozol makes it evident that students from the lower class are not given an equal opportunity at an education. The schools he reports on are segregated, and these minority schools are filled with students from the lower class. Students from many of these schools are forced to work in bleak, destitute institutions (and it is upsetting because these children cannot do anything about the class they were born in to), while wealthier students from surrounding towns attend well-equipped, polished schools. - Emma Kilbane
B. Poverty
IV. Race and Ethnicity
A. Race
B. Ethnicity
V. Language
A. Language Diversity
Reaction: I believe that in a school setting bilingualism is important and could be helpful to all students, especially with our present global interactions.
In Kozol’s book many of the students who needed bilingual programs or ESL were placed in lower level or special education classes instead of getting the help they need with improving their English.
/B. Dialectical Diversity
VI. Gender
A. Differences Between Females and Males
B. Title IX
VII. Sexual Orientation
Reaction: I believe that this section makes great points. People don't realize how much others are prejudiced against homophobia, either because of religious beliefs or ignorance. Also, many times schools and teachers don't realize how isolated and lonely LGBT students feel when they don't get the support they need.
I saw connections to Kozol's book in that prejudice is still around today, much more strongly than one would like to think. Even though being homophobic isn't the same as being racist, it's still a form of intolerance and a form of prejudice and needs to be stopped.
VIII. Exceptionalities
A. Inclusion
- the practice of fully integrating all students into the educational program
regardless of race, gender, ethnicity, religion, etc.Reaction: I think inclusive classes are a good idea. It is only fair that special needs students are presented with the same education as their peers. I also like the idea that there is always at least one specialist in the classroom. The teacher is there to instruct her class and her ability to do so shouldn't be interrupted for special students.
This section relates to Kozol because there is absolutely no inclusion in any of the classrooms that he visits. In fact, many children are placed in special classes just because of their race, not based on their abilities.
B. Disproportionate Placements
IX. Religion